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EFL in the Classroom-I (5661)

MA TEFL
Semester: Autumn, 2015
Assignment no. 1

Name: Rizwan Hyder


Roll No.BD 559850

Q1. Read unit 1. Write all components of Krashens Natural Approach to language teaching.
Answer:
The natural approach was originally created in 1977 by Terrell, a Spanish teacher in California,
who wished to develop a style of teaching based on the findings of naturalistic studies of secondlanguage acquisition. After the original formulation, Terrell worked with Krashen to further
develop the theoretical aspects of the method. Terrell and Krashen published the results of their
collaboration in the 1983 book The Natural Approach.
The natural approach was strikingly different from the mainstream approach in the United States
in the 1970s and early 1980s, the audio-lingual method. While the audio-lingual method prized
drilling and error correction, these things disappeared almost entirely from the natural approach.
Terrell and Krashen themselves characterized the natural approach as a "traditional" method and
contrasted it with grammar-based approaches, which they characterized as new inventions that
had "misled" teachers.
The natural approach shares many features with the direct method (itself also known as the
"natural method"), which was formulated around 1900 and was also a reaction to grammartranslation. Both the natural approach and the direct method are based on the idea of enabling
naturalistic language acquisition in the language classroom; they differ in that the natural
approach puts less emphasis on practice and more on exposure to language input and on reducing
learners' anxiety.
The aim of the natural approach is to develop communicative skills, and it is primarily intended
to be used with beginning learners. It is presented as a set of principles that can apply to a wide

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range of learners and teaching situations, and concrete objectives depend on the specific context
in which it is used. Terrell outlines three basic principles of the approach:

"Focus of instruction is on communication rather than its form."

"Speech production comes slowly and is never forced."

"Early speech goes through natural stages (yes or no response, one- word answers, lists of
words, short phrases, and complete sentences.)"

These principles result in classrooms where the teacher emphasizes interesting, comprehensible
input and low-anxiety situations. Lessons in the natural approach focus on understanding
messages in the foreign language, and place little or no importance on error correction, drilling
or on conscious learning of grammar rules. They also emphasize learning of a wide vocabulary
base over learning new grammatical structures. In addition, teachers using the natural approach
aim to create situations in the classroom that are intrinsically motivating for students. Krashen
outlined five hypotheses in his model:
1. The acquisition-learning hypothesis. This states that there is a strict separation between
conscious learning of language and subconscious acquisition of language, and that only
acquisition can lead to fluent language use.
2. The monitor hypothesis. This states that language knowledge that is consciously learned
can only be used to monitor output, not to generate new language. Monitoring output
requires learners to be focused on the rule and to have time to apply it.
3. The input hypothesis. This states that language is acquired by exposure to comprehensible
input at a level a little higher than that the learner can already understand. Krashen names
this kind of input "i+1".
4. The natural order hypothesis. This states that learners acquire the grammatical features of
a language in a fixed order, and that this is not affected by instruction.
5. The affective filter hypothesis. This states that learners must be relaxed and open to
learning in order for language to be acquired. Learners who are nervous or distressed may
not learn features in the input that more relaxed learners would pick up with little effort.
Despite its basis in Krashen's theory, the natural approach does not adhere to the theory strictly.
In particular, Terrell perceives a greater role for the conscious learning of grammar than Krashen.
Krashen's monitor hypothesis contends that conscious learning has no effect on learners' ability
to generate novel language, whereas Terrell is of the opinion that some conscious learning of
grammar rules can be beneficial.

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Q2. Read unit 2. What are the key responsibilities of a teacher in a student-centered EFL
classroom?
Answer:
These are principles I didn't necessarily learn in ESL graduate school, but should have been
taught.
1. Learn your students' names. This cannot be overemphasized. You will be able to control
your class better and gain more respect if you learn the students' names early on. If you are one
who has a poor memory for names, have all the students hold up name cards and take a picture of
them on the first day of class. On the second class, impress them by showing them you know all
their names.
2. Establish authority from the beginning. Expect your students to use English 100% of the
time, and accept it if they only achieve 95% usage. Do not let them get away with speaking their
mother tongue to communicate with their partner. Deal quickly with inappropriate conduct in a
friendly yet firm manner.
3. Be overly prepared. If you don't have a clear lesson-plan down on paper, then make sure you
have a mental one. You should know about how long each activity will take and have an
additional activity prepared in case you have extra time.
4. Always consider the learners' needs when preparing for each lesson. Why are your
students studying English? How will they use English in the future? What do they need to learn?
If many of the students are going to study abroad at an American university, for example, then
the teacher should be preparing them for listening to academic lectures and academic reading to
some extent. If, on the other hand, most of the students have no perceived need for English in the
future, perhaps you should be focusing on useful skills that they may use in the future, but may
not be essential--skills such as understanding movie dialog, listening to music, writing an email
to a pen pal, etc.
5. Be prepared to make changes to or scrap your lesson plan. If the lesson you have prepared
just isn't working, don't be afraid to scrap it or modify it. Be sensitive to the students--don't forge
ahead with something that is bound for disaster.
6. Find out what learners already know. This is an ongoing process. Students may have
already been taught a particular grammar point or vocabulary. In Japan, with Japanese having so
many loan words from English, this is especially true. I have explained many words carefully
before, such as kids, nuance, elegant, only to find out later that they are now part of the
Japanese language.
7. Be knowledgeable about grammar. This includes pronunciation, syntax, and sociolinguistic
areas. You don't have to be a linguist to teach EFL--most of what you need to know can be
learned from reading the students' textbooks. Often the rules and explanations about structure in

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the students' texts are much more accessible and realistic than in texts used in TESL syntax
courses.
8. Be knowledgeable about the learners' culture. In monolingual classrooms the learners'
culture can be a valuable tool for teaching.
9. Don't assume that your class textbook has the language that your students need or want
to learn. Most textbooks follow the same tired, boring pattern and include the same major
functions, grammar and vocabulary. The main reason for this is not scientific at all--it is the
publisher's unwillingness to take a risk by publishing something new. Also, by trying to please all
teachers publishers force authors to water down their materials to the extent of being unnatural
at times. It is the teacher's responsibility to add any extra necessary vocabulary, functions,
grammar, or topics that you feel the students may want or need.
10. Don't assume (falsely) that the class textbook will work. Some activities in EFL textbooks
fall apart completely in real classroom usage. It is hard to believe that some of them have
actually been piloted. Many activities must be modified to make them work, and some have to be
scrapped completely.
11. Choose your class textbooks very carefully. Most teachers and students are dissatisfied
with textbooks currently available. Nevertheless, it is essential that you choose a textbook that is
truly communicative and meets the needs of your students.
12. Don't neglect useful vocabulary teaching. The building blocks of language are not
grammar and functions. The most essential thing students need to learn is vocabulary; without
vocabulary you have no words to form syntax, no words to pronounce. Help your students to
become vocabulary hungry.
13. Proceed from more controlled activities to less controlled ones. Not always, but in
general, present and practice more structured activities before freer, more open ones.
14. Don't neglect the teaching of listening. It is the opinion of many ESL experts that listening
is the most important skill to teach your students. While listening to each other and to the teacher
will improve their overall listening ability, this can be no substitute for listening to authentic
English. As much as possible, try to expose your students to authentic English in a variety of
situations. The best way to do this and the most realistic is through videos. Listening to audio
cassettes in the classroom can improve listening ability, but videos are much more motivating
and culturally loaded.
15. Turn regular activities into games or competition. Many familiar teaching points can be
turned into games, or activities with a competitive angle. A sure way to motivate students and
liven up your classroom.
16. Motivate your students with variety. By giving a variety of interesting topics and activities,
students will be more motivated and interested, and they are likely to practice more. With more
on-task time they will improve more rapidly.
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Q3. Read unit 3. Differentiate between pair work and group work. How can a teacher monitor
input and performance of each participant of pair work and group work?
Answer:
The term 'pairwork' comprises interaction patterns differing in terms of aims and modes of
grouping students (Doff 1990: 137). Open or public pairs can be defined as pairs of students
speaking in turns in front of the class under teacher's control. The extent to which this pattern of
interaction varies from traditional lockstep situation does not seem remarkable; the only actual
difference is the decrease in teacher talking time. Nevertheless, the students not involved in a
public pair do not benefit from such an activity as far as their talking opportunities are
concerned. With regard to simultaneous pairs, where all the pairs work synchronically, they can
be either fixed or flexible. The former pattern of interaction engages each pair in cooperation
throughout the entire activity; the latter case involves tasks completion, which demands changing
partners.
Generally, pairwork aims at accuracy practice. The role of the teacher shifts from resource
to organiser ad monitor. Typical pairwork activities are: controlled conversation, games and roleplays.
A problematic issue concerning pairwork stems from the relationships between individual
students who may prove to dislike working with a particular partner (Harmer 2001:117). The
process of pairing students may be conducted in various ways, including pairing neighbors,
forming pairs by chance, etc. In order to prevent the problem of students' dissatisfaction with
their partners the criterion of friendship may be employed as the basis of the pair forming
process (ibid: 119-121).
Groupwork is a more dynamic interaction pattern than pairwork. As a consequence of larger
number of people involved, there is a greater likelihood of varied opinions, which prompts
discussion. For the same reason, there is also a greater chance of solving the task successfully, as
at least one of the members will be able to complete it. The size of a group also means that
personal relationships are less likely to interfere with the learning process (Harmer 2001:117).
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Most fluency activities need the environment of a group and usually last 10-15 minutes,
which may enable students to forget that they are in the classroom. Groupwork allows students to
perform a range of tasks for which pairwork is not appropriate or sufficient, such as discussion,
writing a group story, project work, etc. What is more, this interaction pattern involves broader
negotiation and cooperation skills than working in pairs. The teacher's role is that of a manager
and consultant.
In mixed ability groups fluency practice can be enhanced by students' help resulting from
the need for co-operation and collaboration necessary to complete a task.
Among the problems likely to occur as a consequence of pairwork and groupwork, noise,
mistakes and discipline problems, including switching to mother tongue, are the most frequently
mentioned.
Pit falls and how to avoid them

You could lose control of the class. Set up a signal before you start, like a visual time out
with your hands, so that they know when to stop. Dont shout for them to stop as they
will just shout louder!

You are not able to listen to everyone at once and hear what they are saying set up
groups of three where A and B talk while C monitors. Then swap roles. They are
producing language; you just want to make sure the language they are producing is
English. Have a fun system of every mother tongue word you hear the monitor must
stand up and then stay standing. The activity stops if all monitors are standing. This will
make them aware of using English as much a possible and using their first language as
little as possible.

The classroom will get very noisy. This is OK, as long as they arent shouting. Move
them into different places in the room so that they can hear themselves speak.

How to set up pair and group work

Be sure to fully explain the procedure before splitting the class up.

Always demonstrate either yourself of with the help of a volunteer exactly what they
have to do.

Ask them to tell you what they have to do before they do it (in their mother tongue if
need be) to check their understanding.

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Have fill in activities ready for the quick finishers but be sure that they have completed
the task correctly first and havent just finished early because they misunderstood what
they had to do.

Dont forget to have feedback time after pair work so that the children dont feel that they
have been wasting time. Its important to share their work as a whole group although this
doesnt have to be systematic.

Set a clear time limit.

Control who works with who so children arent always being dominated or dominating
others.

Activities which lend themselves to pair work

Roll the ball


This can be used to practise any language that requires a question/answer pattern. They
can roll the ball to each other and have to say the appropriate sentence as they roll the
ball. E.g. Hello Hello Whats your name? etc Remember the sentences they
practise should be fairly short.

Information gap
Give each pair a picture. The pictures should be nearly the same with two or three
elements missing from each picture. Without showing each other the pictures they should
describe the missing objects. They will practise colour, prepositions of place, and
adjectives such as big, small Then they can compare their pictures

Telephone conversations
Sitting back to back they can practise telephone language or just simple exchanges that
dont have to be connected to the telephone itself. Sitting back to back should arouse their
interest and help train them with listening skills. Its a challenge, but a fun one!

Activities which lend themselves to group work

Posters
Used to practise categorizing skills, reviewing colours and names of toys. The children
can be in charge of finding pictures of toys and grouping in terms of colour or type of toy
and displaying their work.

Cuisenaire rods
If you can find a set of these wooden, colour coded rods youll find they come in handy
for a whole host of activities. Give a random selection to the small groups. Together they
must imagine a scene and build it to then describe to the class.

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Weather dressing
Bring in a selection of items of clothing. You can ask the children to bring in one item
each the week before but bring a few extra yourself to account for those who forget. Put
the items in four piles around the room to make access easier and to avoid a scramble on
one pile. The class should be in four groups one for each season. They have a few
minutes to collect a certain number of items that they could wear in that season. Everyone
must have at least one item. But no-one in the group must have the same item as their
other group members.

Q4. Read unit 4. How can you apply dramatization technique to teach a short story?
Answer:
Drama is about dialogue, about language, and interacting with others in specific scenes with
appropriate language--all activities we as teachers try to get our students to engage in.
Reasons for Incorporating Drama in the ESL Classroom
Drama can be a valuable teaching tool. It gets students up and moving around and interacting
with each other. Its particularly appealing to kinesthetic learners but can be used successfully for
all learners. It also contextualizes language, making real and three-dimensional that which is on
the printed page.
Students will improve the speaking and listening skills in performing scenes and also their
writing skills through such activities as dialogue writing. Drama also teaches the pragmatics of
language, how we appropriately use language to get something done, like make a request.
Finally, drama promotes class bonding: in drama classes, there is usually a great deal of
comradery.
Methods for Incorporating Drama in the ESL Class
1. Act out the Dialogue: One of the easiest ways to incorporate drama in the classroom is to
have students act out the dialogue from their textbooks. Simply pair them up, have
them choose roles, then work together to act out the dialogue, figuring out for themselves
the blocking, or stage movements. This is effective for a beginning activity of
incorporating drama in the classroom.
2. Perform Readers Theater: Another good beginning exercise is to do Readers Theater.
Hand out copies of a short or one-act play, have students choose roles, and then read the
play from their seats without acting it out. However, do encourage them to read
dramatically, modeling as necessary.
3. Act out the Story: If students are reading a short story such as The Chaser, about the
man who buys a love potion for his unrequited love, have students act out the story or
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part of the story, working in groups and assigning roles and determining the blocking. This
is particularly effective with short-shorts: brief, one-scene stories with limited
characters.
4. Write the Dialogue for a Scene: Watch a brief clip of a movie without the sound on.
Have students write the dialogue for it and act it out.
A monologue is a short scene with just one character talking, either addressing the audience,
God, or himself or herself. Hamlets To Be or Not to Be soliloquy might also be termed a
monologue, for example. After writing them, students can read the monologues aloud:
Create a Character: Have students develop a character, writing a one-page profile on
the characters background, appearance, personality, etc. Have them introduce the
character to the class, explaining what interests them about their character.
Write a Monologue: Using the character theyve already developed, have students write
a monologue for that character then perform it.
Mime and Dubbing: Have students act out short scenes without dialogue. The rest of the
class then supplies the dialogue, developing the script.
Improvise: Put students in groups of two or three, and assign the characters and the
situation to the groups, perhaps using 3x5 index cards. Give a time limit of two to three
minutes per scene. Students go from there, extemporaneously creating the dialogue and
movement themselves.

Q5. Read unit 5. Explain eight (8) steps that would contribute in designing a syllabus of English.
Answer:
(8) Steps that would contribute in designing a syllabus of English:
1. Determine, to the extent possible, what outcomes are desired for the students in the
instructional program. That is, as exactly and realistically as possible, defines what the students
should be able to do as a result of the instruction.
2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes
desired. Several rankings may be necessary if outcomes are complex.
3. Evaluate available resources in expertise (for teaching, needs analysis, materials choice and
production, etc.), in materials, and in training for teachers.
4. Rank the syllabi relative to available resources. That is, determine what syllabus types would
be the easiest to implement given available resources.
5. Repeat the process, taking into account the constraints contributed by teacher and student
factors described earlier.
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6. Determine a final ranking, taking into account all the information produced by the earlier
steps.
7. Designate one or two syllabus types as dominant and one or two as secondary.
8. Review the question of combination or integration of syllabus types and determine how
combinations will be achieved and in what proportion.

Q6. Read unit 5 and unit 6. Design a syllabus for BA English which must include teaching four
language skills.
Answer:
The basic approach to syllabus design that is taken here is an ESP (English for Specific
Purposes) approach, which means, broadly, an approach in which the teaching content is
matched to the requirements of the learners.
Bell (1981, p. 36) offers a first approximation to language teaching syllabus design as shown in
Figure 1.
Figure 1. Language teaching syllabus design

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The left branch is concerned with the external requirements expected of the student. The right
branch is related to the student's present competence and the bottom branch is to do with
educational philosophy. The main emphasis in the present situation is on the left branch: analyze
needs, analyze skills, design syllabus.
The most useful model for analysing linguistic needs is Munby's Communicative Syllabus
Design (1978). A simplified view of the relevant part of the model is shown in Figure 2.
Figure 2. The Munby model.

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The heart of the model is the Communicative Needs Processor (C. N. P.). Information about the
learner, the participant, is fed into the C. N. P. which consists of a number of categories. After
these categories have been worked through, we finish up with a profile of needs - a description of
what the learner will be expected to do with the language at the end of the course.

In more detail:
1. Lectures.
a
b
c
d

Listening:
Speaking:
Reading:
Writing:

(i) listening for general understanding and specific points to remember.


(i) asking for clarification.
(i) reading handouts and board/OHP.
(i) taking notes that can be re-constituted.

2. Participating in seminars.
a Listening: (i) listening for general understanding and specific points to remember.
b Speaking: (i) asking for clarification
(ii) oral presentation from notes/without notes
(iii) discussion
c Reading: (i) reading handouts and board/OHP.
d Writing:
(i) taking notes that can be re-constituted.
3. Participating in tutorials.
a Listening: (i) listening for general understanding and specific points to remember.
b Speaking: (i) asking for clarification.
(ii) discussion of topics from previous lectures or related topics.
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c Reading:
d Writing:

(i) reading handouts and board/OHP.


(i) taking notes that can be re-constituted.

4. Group Projects
a Listening: (i) listening for general understanding and specific points to remember.
(ii) listening to and following instructions.
(iii) listening to explanations of problems.
b Speaking: (i) asking for clarification.
(ii) making suggestions.
(iii) oral presentations of work.
(iv) discussion.
c Reading: (i) reading handouts and board/OHP.
(ii) following instructions.
d Writing:
(i) taking notes that can be re-constituted.
(ii) writing reports.
(iii) writing instructions
5. Practical sessions.
a Listening: (i) listening for general understanding and specific points to remember
(ii) listening to and following instructions.
(iii) listening to explanations of problems.
b Speaking: (i) asking for clarification.
(ii) making suggestions.
(iii) discussion.
c Reading: (i) reading handouts and board/OHP.
(ii) following instructions.
d Writing:
(i) taking notes that can be re-constituted.
(ii) writing reports.
(iii) writing in support of work.
6. Private study: studying reference materials (textbooks, manuals, articles, handouts etc.) in
library or at home.
a Listening: n/a
b Speaking: n/a
c Reading: (i) reading intensively.
(ii) reading for main information - skimming.
(iii) reading for specific assignment oriented information - scanning.
(iv) reading to discover and assess writer's position.
(v) library skills.
d Writing: (i) note taking.
(ii) selecting and organising information for reports and essays.
(iii) describing theories, practices and trends.
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(iv) writing evaluative reports/essays on theories, practices and procedures.


6. Examinations.
a
b
c
d

Listening:
Speaking:
Reading:
Writing:

(i) listening to instructions.


(i) asking for clarification.
(i) reading and understanding examination questions.
(i) writing relevant and correct answers.

4. The course.
It would therefore semm useful to suggest that in such an EAP course there should be four main
sections to the course from which material will be selected depending on student needs and
interests. The syllabus defines what we expect the students to be able to do at the end of the
course and will therefore provide specifications for the final examination. The four main sections
would be:
1 Academic writing
2 Academic listening
3 Academic reading
4 Seminar skills

Q7. Read unit 6. Search some internet based ESL sources for example (www.eslgalaxy.com,
www.esldepot.com. www.playit.pk etc) and present two types of material (flashcards, pictures,
mp3, ESL songs, video games, puzzles etc) to teach in EFL classroom.
Answer:
ESL Interactive Fun Games
Here we have the games carefully laid out for you. Follow the links to browse the variety of
games offered. This is only the directory for interactive games and exercises. Our ESL fun games
here include: Snakes and Ladders, Hangman, Spelling games, Wheel of Fortune, TV Games
(Betting Game), Mazes, Memory Games, Matching exercises, Sequencing exercises, Picture
Quizzes, Catch it and more.
Printable & PPT Games
If you are the type of person who prefers to have games on powerpoint or as printable handouts,
we have been thinking of you. We offer board games, powerpoint games and more for the
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classroom and one to one teaching. They have made my lessons fun and I have no doubt yours
will be fun too. Added to the good news are the templates we offer that you can use to create
customized games for your classroom and teaching.
It is total fun and highly engaging fun lessons with these resources. Games have the power or
eliminating negative emotions and keeping learning total fun.With the absence of the affective
filter, learning is much more effective.
ESL Travel, Documents Vocabulary Video Lesson
Video Lesson guide.
In this video you are going to learn English (ESL,EFL) Vocabulary and expressions related to
travel, documents and planning.
How to study with the video
Click play to begin. Listen and repeat what you hear. Follow the videos closely. Repeat video for
clarity.
Just keep a dictionary nearby in case you still cant understand some expressions. Or use our
dictionary links.
Vocabulary: travel documents, passport, visa, arrival card etc.
Communication focus: Where are my travel documents?
Grammar focus: Questions skills with where your own ESL Youtube.

Grammar & Vocabulary Exercises Online


Grammar and Vocabulary can be learnt and practiced using these free interactive exercises for
online learning. We have self-tutoring video slides, Grammar Quizzes, Vocabulary Quizzes,
Pronunciation & Intonation Exercise, Business and Survival English Materials and more selftutoring English Exercises.
Fun Games for ESL Teaching
ESL Fun Games and Activities for the classroom. ESL Powerpoint Games, ESL Board Games,
Card Games, Interactive Games, Game Templates for your to build your own exercises.

ESL Fun Interactive Games Teaching & Learning

Free Printable ESL Board and Card Games

Free Powerpoint Games For ESL Teaching

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ESL Lesson Plans & Resources for Kids


Free ESL for resources for kids are one of our best offers. Never again worry about lesson plan
for young learners because we have free worksheets, Video Slides, Powerpoint presentations ,
Interactive Quizzes, Games for Classrooms , Flashcards, Kids Grammar, Reading & Spelling
Worksheets and More to take off the burden of kids lesson planning.
Worksheets for Kids include: Word Puzzles , Phonics and phonetics worksheets, coloring
worksheets, video and music worksheets.ESL FOR KIDS

Q8. Read unit 7 and 8. How are presentation, Practice and Production phases useful for teaching
four language skills?
Answer:
Presentation, Practice and Production
The PPP technique is a common way to introduce a new word to students in the EFl classroom.
The PPP method in English teaching is a 3 step lesson plan that helps the student learn,
understand and practice new vocabulary.
The three stages of a PPP lesson
Firstly, the teacher presents the new word, an event which involves the presentation of
pronunciation and spelling, all in context. Next the teacher allows the students to practice the
new word in a controlled setting, making sure the student has understood it properly.
Lastly comes the production stage, where there is a period of less-controlled practice and an
informal assessment of learning. This is where the students get chance to use the new word or
phrase in an original way and to relate it to their knowledge and experiences.
These three stages of a PPP lesson help the student to consolidate the new word in their mental
vocabulary bank.
The sequence of a PPP lesson
This EFL teaching method of presentation, practice and production is an approach that follows a
definite sequence:
1. The teacher presents the new vocabulary and explains the form of the language in a
meaningful context.
2. The students practise this new vocabulary through controlled activities such as
worksheets or question and answer activities to check comprehension.
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3. The students use or produce what they have learned in a communicative activity such as a
role-play, communication game, or question and answer session.
Teaching English using the PPP technique
Each stage of the Presentation, Practice and Production lesson must be planned well to be
effective. However, PPP is a highly flexible approach to teaching and there are many different
activities a teacher can employ for each stage.
Presentation can include mime, drawing and audio. In fact it is a good idea to try to engage with
different sense of the students to get across the meaning of the new word. It is also important to
make sure that students have understood the new word before getting them to move on to
practise it. It is often fun and highly effective for students to play games to practise vocabulary
and to produce it.

Q9. Read unit 7 and 8. Select five language structures and design a substitution table.
Answer:
The Five Basic Structures of English Spelling Patterns:
The Simple, Fancy, Insane, Tricky, and Scrunched Up
Basic

Simple

Fancy

Insane

Tricky

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Intermediate

Advanced

cat, big, call,


dog, run, stay,
jump, ate, shop,
quick, queen

shunned, chewing,
missed, pinning,
outfielder, preacher, defroster,
understanding

peddled, strictly,
belittled, reenacted,
enabled, shackled,
misunderstandings

onion, notice,
station, caution,
special, crucial,
Christ, sessions

suspicious, suspicions, unique,


personalities,
initially, linguistic, hysteria,
Christianity, memoirs

flambeau, Chablis,
ennui, psychology,
psychic, rendezvous,
picturesque, mosque

one, does, was,


have, laugh,
laughter, cousin,
daughter, should

lingerie, aye, draught,


soldering, indictment,
salve, corps, Chanukah, renege,
cologne

hors d'oeuvres, ciao,


conch, jai alai, Qin,
ribald, loughs, victuals,
quays

deer/dear, aunt/ant, do/dew/due, aisle/isle/I'll,


be/bee, bear/bare missed/mist, passed/past,
red/read/reed
affect/effect, lox/locks/lochs,

allusion/illusion,
cache/cash,
spade/spayed,

Its, didn't, Mr.,


Mrs., Ms., Ave.,
Scrunched
Dr., St., theyre,
Up
were

accept/except

descent/dissent

'tis, 'twas, ASAP, CIA,


PED XING, used to / "usta",
going to / "gonna", supposed
to / "sposta", @#$%&!"

e.g., "whudja",
Ste., Y2K, i.e., sic,
et al., SQ3R, WPA,
POTUS, IDA

Substitution tables

A substitution table is when a teacher provides a table giving model sentences with a range of
choices for learners to select from, using a set pattern. It is a very useful scaffolding resource
which extends the speaking or writing skills of EAL learners and can be used as a reinforcement
of newly acquired language. Substitution tables provide models for learners to practise target
language and support the development of specific grammatical features within the context of the
curriculum. They are motivating and generate a sense of achievement.

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Substitution tables can be used to support talk and provide a scaffold which enables learners to
speak or write in grammatically correct sentences. They are often used to provide an opportunity
for independent work for learners who are new to English. However they can also be used by
pairs or groups where they can encourage learners to develop and extend speaking and listening
skills within the context of a curriculum topic and provide an opportunity for meaningful
communication.
Types of activities using substitution tables
Substitution tables can be used:

to scaffold talk

to scaffold writing

to support development of a particular grammatical feature.

They can be made up of:

single words

a mixture of words and phrases

images

a mixture of words and images.

Q10. Read unit 9. What are authentic materials? Select one authentic material to teach any one of
the language skills. Please mention the level/class in which you will use that authentic material.
Also attach the exercises/activities etc that you have designed on that particular authentic
material.
Answer:
Main ideas emerge:
1) We need to define the term authentic and also include in the discussion the ideas of adapted
and semi-authentic materials.
2) Authentic materials offer great advantage over materials written for the purpose of language
learning.

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3) There are also many disadvantages to using them.


Authentic materials are reading texts that were written by native speakers and published in
contexts designed specifically for native-speaker consumption, with no thought given to nonnative accessibility. The topics, language, syntax, structure, etc., are all pitched at a target
audience of native speakers and offered through media intended primarily for native speakers.
Without teachers explanation, students are usually unable to understand them. In order to solve
the problems in this respect, teachers are suggested to pay attention to culture teaching in
listening comprehension
1. Introducing background knowledge
Some listening materials are too culturally based, thus not easy for students to understand. A
good suggestion for teachers is to introduce some background information before listening. For
example, if what the students are going to listen to is a piece of BBC or VOA news, the teacher
had better explain the names of countries, places, peoples names and ages etc. appeared in the
news, which are a little difficult for second language learners. If the materials are on western
customs, the possible way for the teacher is to ask students to search the relevant information in
advance and then share what they have found with the whole class.
2. Explaining idioms Idioms are important in any language and culture. They are often hard to
understand and hard to use appropriately. We know that its usually impossible to understand
them without the context. Some English idioms mean much more than the literal meanings.
Authentic materials are likely to contain many idioms, especially in films. The teacher should
explain the idioms and ask students to accumulate them. Students can benefit from this in the
long run.
According to Gebhard (1996), authentic materials can be classified into three categories:
1. Authentic Listening-Viewing Materials: TV commercials, quiz shows, cartoons, news
clips, comedy shows, movies, soap operas, professionally audio-taped short stories and
novels, radio ads, songs, documentaries, and sales pitches.
2. Authentic Visual Materials: slides, photographs, paintings, children artwork, stick-figure
drawings, wordless street signs, silhouettes, pictures from magazine, ink blots, postcard
pictures, wordless picture books, stamps, and X-rays.
3. Authentic Printed Materials: newspaper articles, movie advertisements, astrology
columns, sports reports, obituary columns, advice columns, lyrics to songs, restaurant
menus, street signs, cereal boxes, candy wrappers, tourist information brochures,
university catalogs, telephone books, maps, TV guides, comic books, greeting cards,
grocery coupons, pins with messages, and bus schedules.
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If we want to introduce authentic materials in language teaching, we need to classify them first,
because some of them are suitable for the teaching of reading and some are effective when
prepared for the teaching of listening and speaking. According to Gebhard (1996), authentic
materials can be classified into three categories.
1. Authentic Listening-Viewing Materials: TV commercials, quiz shows, cartoons, news
clips, comedy shows, movies, soap operas, professionally audio-taped short stories and
novels, radio ads, songs, documentaries, and sales pitches.
2. Authentic Visual Materials: slides, photographs, paintings, children artwork, stick-figure
drawings, wordless street signs, silhouettes, pictures from magazine, ink blots, postcard
pictures, wordless picture books, stamps, and X-rays.
3. Authentic Printed Materials: newspaper articles, movie advertisements, astrology
columns, sports reports, obituary columns, advice columns, lyrics to songs, restaurant
menus, street signs, cereal boxes, candy wrappers, tourist information brochures,
university catalogs, telephone books, maps, TV guides, comic books, greeting cards,
grocery coupons, pins with messages, and bus schedules.
The following examples demonstrate that real life materials can be used in either authentic or
school-only ways.
Writing Letters: Many adults need to write letters at one time or another in their lives.
Letter writing can be an authentic activity for adult literacy classrooms if students have
real purposes for writing and if letters that are written in class are actually sent. However,
practicing writing letters that will never get sent to people who dont really exist is a decontextualized, school-only activity that serves no purpose in the out-of-school lives of
the learners.
Reading Novels: Reading novels in class can promote an appreciation for literature and
can be a great way to encourage students to relate their own lives and experiences to
those of the characters in a book. To make novel reading and discussions an authentic,
rather than a school-only, experience, teachers need to find books that reflect the interests
and experiences of their students and make literature appreciation and discussion the
main goals.
Writing Checks: Writing checks is often perceived as a necessary skill for all adults, so
check writing is a skill that is taught frequently in adult literacy classes. This is an
authentic activity if a teacher learns that her students are interested in opening checking
accounts or want to learn how to use an already existing account. Consider, however, how
meaningless this activity is for students who do not have checking accounts and have no
plans for opening them.

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Newspapers: While many workbooks have detailed simulations of newspaper content


(e.g., TV schedules, help wanted sections), their use is limited to the pedagogical aim of
the lesson. Students cannot use the content of the simulated newspaper. Students who
interact with real newspapers, however, can look for an actual job, or find the TV
program that they want to watch that evening.
Flyers, Brochures, Schedules: Many students and teachers in the LPALS report using a variety
of short texts, such as flyers and brochures. These texts usually focus on one issue, and contain
helpful advice and important contact information. Of all the types of informational brochures
available, students in the study seemed to be most interested in reading the health-related
brochures they find at their doctors offices or health clinics.

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